Pratique du Shadowing: Cambridge 19 listening test 3 section 3 - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
Hi Jake, how are you getting on with the practical teaching?
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It's harder than I expected, but I've got some great classes.
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How about you?
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Not brilliant.
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I'm really struggling with my Year 12 science class.
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Are they hard to control?
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Well, I don't have discipline problems as such.
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It's just that they don't seem to think that science has anything to do with their lives.
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It's depressing.
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They listen to what I say and I gave them a test last week and the results weren't too bad.
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But there's no real engagement.
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Right.
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And as part of my teaching practice, I have to design an experiment for them to do.
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I was wondering about something on the children's diets, you know, asking them to record what they eat and maybe linking it to their state of health.
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Hmm, let's think.
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So your methodology would involve the children recording what they eat, OK, but you'd also need to have access to the children's medical records,
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and I don't think people would be happy about that.
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Confidentiality would be an issue.
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If you could get the right data, the conclusions might be significant, but I suspect it's not going to be easy.
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Right.
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Have you thought about doing an experiment using animals?
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Wouldn't that be upsetting for the children?
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Well, the animals don't have to be harmed in any way.
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It could just be an experiment where they're given a certain diet and the effects are observed.
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Would I have to get permission to use animals?
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Yes, you'd have to submit an outline of the experiment and fill in a form, but it's quite straightforward.
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But if we found out that, say, a particular diet affects the health of animals, the same thing wouldn't necessarily be true for people, would it?
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No, that's true.
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But the findings for any experiment are going to be limited.
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It's inevitable.
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I suppose so.
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So what animals could I use to investigate the effects of diet?
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Mice?
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Yes, you'd need experimental mice, ones that have been specially bred for experiments.
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OK, so what will your experiment be investigating exactly?
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Well, something to do with nutrition.
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So maybe we could look at food supplements, things like extra iron and extra protein, and their impact on health.
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That might be rather broad.
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Maybe just look at the effects of one supplement, like sugar, on the health of the mice?
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In fact, maybe the focus could be on whether mice can control their own diet.
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So what happens when they have access to more sugar that they don't really need?
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Exactly.
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Do they eat it or do they decide to leave it?
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Great.
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Then later on you could do a follow-up experiment adding another variable, like you could give some of the mice the chance to be more active,
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running on a wheel or something, and the others just sit around and don't do much.
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Or I could repeat the experiment but change the type of food I provided, or use mice with a different genetic structure.
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But I think your idea would be more interesting.
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I might think about that some more.
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So, can I talk through a possible procedure for the experiment where mice are given a sugar supplement?
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Sure.
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I did a similar experiment in college, actually.
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Great.
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So, how many mice would I need?
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I'd say about 12, and all young ones, not a mixture of old and young.
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Okay.
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And I'd need two groups of equal sizes, so six in each group.
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And how would I tell
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I suppose I could put some sort of tag on one group or just mark them in some way.
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You could use food colouring.
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That wouldn't hurt them.
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Perfect.
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Then each group would go into a separate cage and one group, let's call them group A, would be the control group.
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So they'd just have ordinary mouse food.
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I suppose you can buy that?
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Yes, it comes in dry pellets.
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And the other group would have the same as the first group, but they'd also have the extra sugar.
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Would you just give them straight sugar?
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It might be better to give them something like cereal with it.
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Then you'd need to weigh the mice, I should think, once a week.
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And you'd need an electronic balance.
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But we can't hold them on the balance, or it'd affect the reading.
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Exactly.
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So you need something called a weighing chamber to stop the mice from running away.
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It sounds complicated, but actually you can just use a plastic box with holes in the top.
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OK.
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So once we've measured the weight gain of each mouse, we can work out the average for each group, as well as the standard deviation,
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and then see where we go from there.
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That sounds cool.
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I think the students will enjoy it.
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Yes.
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One thing you must remember...
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 82 phrases et 816 mots à répéter en shadowing. La partie parlée dure 5:10. Le locuteur parle à un rythme naturel d’environ 158 mots par minute, proche d’une conversation courante. 85 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| mouse nom | /maʊs/ | souris |
| experiment nom | /ɪkˈspɛɹ.ə.mənt/ | expérience |
| supplement nom | /ˈsʌp.lɪ.mənt/ | supplément |
| investigate verbe | /ɪnˈvɛs.tə.ɡeɪt/ | étudier |
| weigh verbe | /weɪ/ | peser |
| necessarily adverbe | /ˌnɛs.əˈsɛɹ.ə.li/ | absolument, nécessairement |
| practical adjectif | /ˈpɹæk.tɪ.kəl/ | pratique |
| chamber nom | /ˈt͡ʃeɪ̯mbɚ/ | chambre, pièce |
| complicated adjectif | /ˈkɑm.plɪˌkeɪ.tɪd/ | compliqué, alambiqué |
| harm nom | /hɑːm/ | mal, tort |
| procedure nom | /pɹəˈsiː.d͡ʒə/ | procédé, procédure |
| ordinary adjectif | /ˈɔɹdɪnɛɹi/ | ordinaire |
| conclusion nom | /kənˈkluːʒən/ | conclusion, fin |
| genetic adjectif | /d͡ʒəˈnɛt.ɪk/ | génétique |
| experimental adjectif | /ɪkspɛɹəˈmɛntəl/ | expérimental |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| find out verbe | découvrir, savoir | |
| get on with verbe | retourner à | |
| run away verbe | s'enfuir | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | be harmed · are observed · be limited |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have been · we've measured |
Prononciation à surveiller
Le locuteur utilise 25 contractions et formes réduites, comme don't, you'd, wouldn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: conclusion /kənˈkluːʒən/, nutrition /njuːˈtɹɪʃ.ən/, specially /ˈspɛʃəli/, deviation /ˌdiː.viˈeɪʃən/
- Mots longs — placez bien l’accent: experiment /ɪkˈspɛɹ.ə.mənt/, investigate /ɪnˈvɛs.tə.ɡeɪt/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, ordinary /ˈɔɹdɪnɛɹi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme mouse, experiment, supplement.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.